How university management decision making affects academic educators’ wellbeing, decision making and ability to change

Jill Bamforth, Kristina Turner, Elizabeth Levin, Bin Wu, Jeff Waters, Sean Gallagher
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Abstract

University policy setting and implementation has the potential to significantly affect the quality and delivery of teaching and learning by effecting academic wellbeing and performance, particularly during times of significant change. Existing research predominately focuses on student wellbeing, largely overlooking academic wellbeing. This article presents a study which illustrates how university decision making can affect academic wellbeing. Fifteen academics were interviewed in June 2023 to explore how change shaped their teaching. Applying the lens of Self Determination Theory (SDT), the data were then analysed to identify how the university’s response to environmental change affected academic wellbeing and performance. The findings suggest that how institutions implement policy decisions, particularly in high stress environments, is critical to understanding how academics respond. This study provides a rationale for why, in times of significant change, clear upper management decision making, and effective resource management systems are essential to support academics in adopting wellbeing and coping behaviours. The authors conclude by recommending that the application of SDT may offer a structured approach for higher education policy makers and management decision makers to identify possible impacts of change on academic motivation, wellbeing and decision making.

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大学管理决策如何影响学术教育工作者的福祉、决策和变革能力
大学政策的制定和实施有可能对教学质量和教学效果产生重大影响,影响到学生的身心健康和学习成绩,尤其是在重大变革时期。现有的研究主要关注学生的福祉,在很大程度上忽视了学术福祉。本文介绍了一项研究,说明大学决策如何影响学术幸福。2023 年 6 月,15 位学者接受了访谈,探讨了变革如何影响他们的教学。然后,运用自我决定理论(SDT)的视角,对数据进行分析,以确定大学对环境变化的反应如何影响学术福祉和绩效。研究结果表明,院校如何执行政策决定,尤其是在高压力环境下,对于了解学术界如何应对至关重要。这项研究提供了一个理论依据,说明为什么在重大变革时期,明确的高层管理决策和有效的资源管理系统对于支持学者采取健康和应对行为至关重要。作者最后建议,应用 SDT 可以为高等教育政策制定者和管理决策者提供一种结构化方法,以确定变革对学术动机、福祉和决策可能产生的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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